「教學輔導教師制度」在歐美先進國家已有四十多年的歷史，在我國則有二十年的歷史。本文以歷史的取向論述其發展沿革與時代背景脈絡，並據以提出我國未來發展趨勢的建議。教學輔導教師制度在先進國家已進入「教育界深化期」，在我國仍介於「教育界推動初期」、「教育界發展期」之間。教學輔導教師制度具有「教學實踐智慧的傳承」、「教師信任文化的彰顯」等五個之時代背景。鑑往知來，本文乃對我國教學輔導教師制度的未來發展提出：「建立教學輔導教師制度的實施法源」、「建置專任教學輔導教師」、「與實習輔導教師制度結合」等九項建言。

The Mentor Teacher Program has implemented more than 40 years in Western countries, while the program has been introduced in Taiwan for only two decades. The paper aims to analyze the development and the contextual background of the Mentor Teacher Program from historical perspective and to propose suggestions for its future practice in our nation. The Mentor Teacher Program has actually been growing to an educational mature period in those developed countries, while in our nation the program is still at an incubation and incipient stage. This study concludes five dimensions in terms of the contextual background of the Mentor Teacher Program, including “passing on the wisdom of instructional practice,” “demonstrating the culture of trust among teachers,” et cetera. This author proposes nine suggestions for the future program development such as “establishing the legitimate basis”, “implementing official positions for full-time mentor teachers,” “keeping the alignment with the teaching practicum tutors” and so forth.